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The Role of Preparation in Psychometric Test Performance

This presentation discusses the importance of preparation in achieving better performance in psychometric tests. It examines the purpose of testing for employers and job seekers, research on test preparation, and provides tips for effective preparation. The presentation highlights the need for understanding the potential of job seekers and finding the right fit for employers.

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The Role of Preparation in Psychometric Test Performance

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  1. The role of preparation in psychometric test performanceorPractice ≠ Preparation 16th September 2014 Loughborough University

  2. Overview • Purpose of testing – the employer • Purpose of testing – the job seeker • Research on test preparation • Tips for effective preparation • Reflections

  3. Purpose of testing - employers • Efficiency • Managing risk • Creating a ‘level playing field’ • Fairness • Understanding potential • Finding the right fit

  4. Purpose of testing – job seekers • To ‘show myself off’ – it’s an opportunity • Do I have the right knowledge / skills / abilities? • Will I fit in? • Do I want this job enough?

  5. Purpose of testing • It’s a two-way thing… • …though loaded in favour of the employer • It helps if it is seen as an opportunity, not a threat

  6. Research on test preparation • Almost exclusively on cognitive tests and ‘exams’ • Partial and incomplete • Assumptions and ambiguities

  7. What the research tells us - ability • ‘Familiarisation’ vs ‘coaching’ • Re-test effect, c0.5 standard deviations • Research during the 1980s by ETS • Test-specific familiarisation – modest effect • Coaching – variable, not as big as claimed • Numerical more susceptible than verbal • Effect of test complexity • Well designed prep, c4 hours, as effective as coaching courses

  8. What the research tells us – personality & motivation • Less coachable than ability – job specific • Natural changes under assessment conditions • ‘Gaming’ the assessment • Fit • Validation through interview

  9. What the research tells us - SJTs • Very little good research available • Re-test effects similar to cognitive tests • Familiarity is likely to important – variation in question formats • Know the company – what do they want? • Typical behaviour and fit

  10. Action Exploration Reflection Creation Helping students prepare

  11. Action • What do I know about tests? • What tests am I being asked to take? • Get some practice

  12. Reflection • Key questions to ask: • How did I do? • Did I understand the instructions properly? • How did I feel – confidence vs anxiety? • Did I manage speed vs accurately well? • What skills do I need to develop?

  13. Reflection Speed Optimum performance Accuracy

  14. Creation • Use Reflection points to set targets: • Know the test and its requirements • Confident and positive • Develop speed and accuracy • Brush-up on knowledge / skills assessed by test • Identify gaps in current knowledge

  15. Exploration • Put it into practice • Practice tests • Information

  16. Action • Get some practice… • … and apply what I now know / can do

  17. Test-taking skills Test performance Low High Ability Test-taking skills Weak Strong

  18. Issues of equity • As motivation for testing • From test taker’s perspective • Access to preparation

  19. Reflections (in pictures)

  20. Any questions? www.realisepotential.com www.bpstesttraining.co.uk

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